The Online Elementary STEM M.A.T program is not accepting applications for the 2023-2024 academic year.
In the online Master of Arts in Teaching in Elementary STEM Education, you'll earn your graduate degree and initial Massachusetts teaching licensure for grades 1-6. The immersive program specifically focuses on how approaches to STEM instruction can be infused across the elementary curriculum.
Program faculty build from their own research on learning and teaching in science, technology, engineering, and mathematics to support students in filling much-needed roles in elementary schools across Massachusetts.
As a student in the MAT in Elementary STEM program, you'll launch your teaching career by joining a learning community at a top-ranked university. The program is mostly conducted online with 2, 3-day on-campus residencies, as required for licensure, where online students come together with faculty to prepare for upcoming course and practicum work. As part of the program, you'll have an 8-month placement in a school where you'll do deep, immersive classroom-based learning. This placement occurs concurrently with coursework allowing you to put your learning into practice.
As a graduate of the program, in addition to meeting the requirements for initial licensure, you'll be uniquely qualified to teach at the elementary level. Many of the program's alumni are teaching in Boston-area school districts such as Somerville, Cambridge, and Malden as well as in public and independent schools in other regions of the country. Others are working in education-related roles in the nonprofit and private sectors.
Official TOEFL, IELTS, or Duolingo English Test, if applicable
Disclosure on teacher initial licensure in the Commonwealth of Massachusetts
Each state has its own requirements for licensure. It is our duty to disclose our approvals and requirements.
Our MAT program is an approved initial teacher licensure program by the Massachusetts Department of Secondary and Elementary Education (DESE). As such, the program requires that all required practicum hours for licensure be completed in person at a public or approved charter school in the Commonwealth of Massachusetts. While the required course work is offered online, the program is limited to candidates who can commit to completing their practicum in Massachusetts.
If you intend to teach outside of Massachusetts once you complete the program, it is not determined whether this program meets your home state requirements for initial licensure. It is your responsibility to complete any due diligence for reciprocity with other state licensure requirements. Please see the following table link for contact information for your home state’s licensure agency to confirm whether this program will meet your home state’s requirement for licensure. (Table)
Brian's research focuses on students' representational practices in science and engineering studied using design-based research on learning technologies and socio-technical learning environments. This work builds from the development of SAM Animation, which is stop-motion animation software developed at the Center for Engineering Education and Outreach. Brian co-developed SiMSAM: a multi-representational toolkit to support creative computational modeling activities for middle grades learners.
Curious about design, play, and making, his more recent work involves partnerships with researchers and educators to start Nedlam's Workshop in 2014, a makerspace in an urban high school that emphasizes multidisciplinary inquiry. Through this work, he developed both empirical and theoretical contributions focused on heterogeneous design, STEM literacies in making, and analyses of how communities of makers organize to support each other's practices. Collectively, his research complicates and expands the field's understandings of how inquiry unfolds in making contexts, and how makerspaces can be a site for equitable and dignified participation in STEM. Brian's newer work involves teachers engaging in playful computational making to study how they (re)negotiate relationships to inquiry, disciplines, computational tools, and heterogeneous ways of knowing. This includes the exploration of geographies of care and responsibility that support STEM learning environments that center wellbeing. His scholarship examines the many facets of making and making spaces in schools, both in the United States and abroad. Brian's collaborative research has been funded by the National Science Foundation, the LEGO Foundation, and the Spencer Foundation.